Participate and share: Interactive session 
Attendees will engage in audio and visual literacy mini-lessons geared toward helping students grow their storytelling skills. Participants will also understand what makes compelling stories within the realm of moviemaking and how to help students structure their stories to most effectively and creatively communicate their purpose. Finally, participants will be able to establish feedback loops for their students during the creative process to refine work before it is fully created.
1. Welcome, presenter introductions, Description of educational context in which presenters work (i.e. student and community demographics, barriers). - 3 minutes
2. (Peer-to-peer interaction: Participants are asked to build a word cloud using Mentimeter. The prompt participants are responding to is "When you assign a movie project, what is missing in students' end products?") Presenters examine the word cloud with participants, then share their initial classroom experience of giving students opportunities to create movies but then seeing the audio-visual skill gaps which prevented them from storytelling at a high-quality level. Thus, the advent of targeted mini-lessons to improve storytelling skills over time. A student sample will be shown as a benchmark for what can be achieved. (Sample created by Hispanic/Latinx student.) - 10 minutes
3. Presenters showcase how teachers can use targeted mini-lessons on audio-visual literacy to help students produce better stories. These lessons/skills will be covered: audio-visual agreement, basic camera angles, film angle sorting activity, worst audio recording ever. All of these mini-lessons will be presented through both an in-person and blended/virtual learning lens with practical suggestions for how to deliver in any classroom context. - 20 minutes (Hands-on: Participants use devices to practice a few basic film angles, then upload their favorite to a shared Padlet wall. OR participants may choose to practice film angles with a Google Drawing sorting activity.)
4. Presenters discuss how teachers can help students understand what makes compelling stories and how to structure scripts so they contain the necessary emotional beats. These lessons/skills will be covered: understanding the Story Arc, Storytelling Frayer models, using a Story Spine, and utilizing feedback loops to refine work before it is fully created. All of these mini-lessons will be presented through both an in-person and blended/virtual learning lens with practical suggestions for how to deliver in any classroom context. - 15 minutes (Peer-to-peer interaction: Participants use the chat to exchange ideas and share experiences; prompts will be used to encourage this interaction.)
5. Closing and additional resources. - 2 minutes
Pack, Jessica (2021). Moviemaking in the Classroom: Lifting Student Voices Through Digital Storytelling.
Gallo, C. (2019). Storytelling to Inspire, Educate, and Engage. American Journal of Health Promotion, 33(3), 469–472. https://doi.org/10.1177/0890117119825525b
Peterson, L. (2018, October 17). The Science Behind The Art Of Storytelling. Harvard Business Publishing: Corporate Learning. https://www.harvardbusiness.org/the-science-behind-the-art-of-storytelling/.
Vu, V., Warschauer, M., & Yim, S. (2019). Digital Storytelling: A District Initiative for Academic Literacy Improvement. Journal of Adolescent & Adult Literacy, 63(3), 257-267. https://doi.org/10.1002/jaal.962
Zak, P. J. (2013, December 13). How Stories Change the Brain. Greater Good Magazine. https://greatergood.berkeley.edu/article/item/how_stories_change_brain.
Return
Trips and Tours